Prohibits the administration of standards-based assessments to public school students in the 2015-2016 school year
Impact
The suspension of standards-based assessments has significant implications for the state's educational framework. Proponents argue that this move provides relief from the intense scrutiny and stress placed on students and teachers, potentially fostering a more conducive learning environment during the school year. However, critics raise concerns about the lack of measurement for student progress and accountability, which could hinder educational oversight and reform efforts in Louisiana. They fear that without these assessments, identifying areas for improvement in student performance may become increasingly challenging.
Summary
House Bill 113, introduced by Representative Barrow, aims to prohibit the administration of standards-based assessments to public school students during the 2015-2016 academic year. The bill amends existing Louisiana law which mandates the implementation of assessments in English language arts, mathematics, science, and social studies for grades three through eleven, aligning them with state content standards and national achievement benchmarks. By suspending these assessments, the bill seeks to alleviate the immediate pressures associated with standardized testing for students and educators within the state.
Sentiment
The sentiment around HB113 appears mixed. Supporters, particularly within educational circles that emphasize holistic learning, view the bill as a necessary step towards reducing the testing burden on students. They express hope that it will lead to more innovative and diverse educational practices. Contrarily, opponents, including some education policymakers and advocacy groups, perceive the legislation as a retreat from accountability in education. They argue that standardized assessments are essential tools for gauging student readiness and guiding instructional strategies.
Contention
A notable point of contention surrounding HB113 is the balance between testing and educational quality. While the bill has garnered support from various educators and parents, who seek to reduce stress on students, there remain apprehensions about setting educational standards without rigorous assessments. This debate reflects broader national conversations regarding the efficacy and necessity of standardized testing in modern education. Further discussions are likely needed to reconcile the differing perspectives on assessment roles in supporting student success and educational integrity.
Prohibits penalizing public school students, teachers, schools, or school systems for students not participating in certain Spring 2015 state assessments
Provides relative to the development, review, and adoption of state content standards and related assessments for public school students (OR INCREASE GF EX See Note)
Provides relative to contracts by the state Dept. of Education for English language arts and math assessments for the 2015-2016 school year (EN SEE FISC NOTE GF EX See Note)
Prohibits administration of Partnership for Assessment of Readiness for College and Careers assessments and provides for continuation of La. Educational Assessment Program tests and the standards on which such tests are based (OR SEE FISC NOTE GF EX)
Prohibits administration of Partnership for Assessment of Readiness for College and Careers assessments and provides for continuation of La. Educational Assessment Program tests and the standards on which such tests are based (OR SEE FISC NOTE GF EX)
Requires teachers in all public schools and in nonpublic schools participating in the voucher program to take the state assessments aligned to the Common Core State Standards prior to administering such assessments to students